Borderland

Divisional Plan

Professional Learning Funding provided by Manitoba Education - Please provide details below

1) To date, how have you used the money your division received for K-8 teachers' LwICT professional learning in 2008-09 and 2009-10?
All BLSD schools (10 schools) have received a 20% mentorship staffing allocation time to support the mentorship program. This also includes senior years (but not throughout all senior years). Continue with the Summer Institute and follow-up sessions with the LwICT Mentors.
1. Beginning the process of equipping all classrooms in all schools with laptops and projectors.
2. The LwICT implementation team plans and runs two days of PD during summer holidays (Summer Institute). The BLSD provides a day in lieu for 12 participants for each day.


2) What professional learning is occurring now because of the extra funding that you previously not able to do?
Teachers being mentored in schools, LwICT meetings, and Summer Institute.


3) Does your division have any strategies for ongoing professional learning (For example: Professional Learning Community - online, face-to-face, mentors, etc?)
In addition to Summer Institute, LwICT divisional collab meetings, and in-school mentoring, we use Moodle as an idea sharing forum. In-school mentors (where mentoring is part of their teaching load) have had the greatest impact, and are being implemented in other areas of need (i.e. Assessment for Learning, Literacy, numeracy), which is an indicator that it has effected change!
Principals and ICT mentors may plan to come together at a divisional meeting this spring in order to develop a technology plan for their school that would help teachers and whole schools in general, focus on their ICT needs.

The BLSD LwICT Implementation team lead has also planned and facilitated learning activities with principals to deepen their understanding of LwICT and their role in supporting mentors (approximately 4 or 5 times per year).

A key strategy in BLSD has been thoughtful planning about the work and learning that need to happen in every level of the system to support effective implementation. In addition, we have focused on using Assessment for Learning strategies to facilitate this learning, and informing decisions with data


4) What successful strategies would you like to recommend to other divisions?

In school mentors (as part of teaching load) with release time for mentors. See Above.


For more information, please contact Debra Naaykens at naaykensd@borderland.ca

Report Card Samples

5) How often do you report on Literacy with ICT during the school year?
Once a year.

6) Which grades are reporting on Literacy with ICT?
K-8

7) When does the reporting occur?
Most schools report in March and some in June.

8) What feedback have you received from parents regarding reporting of Literacy with ICT?
In general, there has been no written feedback from parents. However, one parent asked why LwICT was reported separately if it is to be infused within the core subjects .


9) In certain circumstances, a child may have more than one teacher. How would/do your teachers report on a child's literacy with ICT in this circumstance? Please discuss with your divisional team and record some possible strategies to address this issue.
1. One teacher is designated to report (usually ELA), or
2. The homeroom teacher reports and collaborates with the LwICT mentor and other teachers

10) If there have been changes to your divisional statement of belief on reporting on LwICT, since last year, upload or insert the text below.
There have been no changes thus far.

For more information, please contact Debra Naaykens at naaykensd@borderland.ca

Transition to Senior Years

11) Thoughts on Literacy with ICT transition to the Senior Years
There has been a staffing allocation of .2 for SY for the last 3 years. The .2 in the K-12 schools is meant to service ALL levels of teachers, but it has been hard to get SY teachers into mentoring relationships. SY are still somewhat focused on computer credits and not the infusion of technology in all learning. Access to equipment is an identified barrier for some SY teachers. As well, there is work to establish effective Distance Ed courses using technology. Work continues on that....which is a good way to fuse technology and learning.

12 )Ongoing support for K-8 teachers
Continue with mentors if possible. Share resources between schools (electronic professional learning community), meetings and PD. We'd also like to continue with our web-based resource base.